Objectives Student will understand the importance of themes and their impacts on the characters.
Student will know that both central characters change for the better over time.
Student will be able to compare and contrast textual themes to understand development of the story.
Product: Blog (using Blogger)
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment CCSS: “Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.”
Rationale: Students will be closely analyzing the central themes of the story and how it has defined, or is beginning to define, the novel.
Assessments
Formative (Assessment for Learning) Section I – checking for understanding during instruction Students will use an ABCD Whisper method of checking for understanding. I will also regularly ask questions and call for questions to be asked.
Section II – timely feedback for products (self, peer, teacher) This lesson involves self and teacher using the same rubric so as to level the playing field between all parties. Peers will not assess.
Summative (Assessment of Learning): The summative assessment for the entire unit is an eBook.
Integration Technology: Blog
Content Areas: English
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction Students will use a Fact and Opinion graphic organizer in order to specifically compare and contrast the themes’ importance as fact and in the opinion of the student. They will use a Team-Pair-Solo method of cooperating learning in order to properly analyze, in groups, the positions they created in their graphic organizers, and then more closely analyze them in smaller pairs, ultimately coming to an individual conclusion.
Section II – Groups and Roles for Product Students will work in groups during the “Team-Pair-Solo” method of cooperative learning, and by themselves to ultimately create the product.
Differentiated Instruction
MI Strategies
Logical: Students will have the opportunity to compare and contrast, methodically, through the process of the graphic organizer. Verbal: Students will have the opportunity to write extensively. Visual: Students will use a graphic organizer to visually differentiate the material. Intrapersonal: Students will work alone during a portion of the cooperative learning model process, and will ultimately create individual blogs. Interpersonal: Students will work in groups during he cooperative learning model process as well. Kinesthetic: Students will organize themselves during the cooperative learning model process.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students will have been assigned an 'absence buddy' ahead of time, so that in the event of an absence they have a partner who can fill them in and offer them any and all materials that were missed out on. All assignments are expected to be, either, on time or turned in at another time after having worked out a plan with the instructor.
Extensions
Type II technology: Blog (using Blogger)
Gifted Students: Gifted students will have the opportunity to guide discussion as deeply as they see fit in a lesson designed around discussion and thought.
Materials, Resources and Technology List all the items you need for the lesson. Laptops Franny and Zooey Graphic Organizer handout Pens/Pencils Paper
Source for Lesson Plan and Research List all URL and describe.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda: Day One: Hook (3 Minutes): Class will begin by analyzing the previous lesson’s hook, having students go around, one by one, to briefly explain whether they agree with the or disagree with the discussion had previously. Lesson Part One (25): Class will begin by having students organize into groups of four to begin conducting the Team-Pair-Solo cooperative learning strategy. They will discuss, more comprehensively, the talks that the hook began, eventually separating into pairs, and then by themselves. Lesson Part Two (25): Students will be given the graphic organizer handouts and use the information gained through their discussions to fill them out. Students, upon completion, will use an ABCD Whisper method checking for understanding, which will allow me to gauge progress. Lesson Part Three (15 minutes): Students will engage in a more finalized discussion after having refined their ideas individually on where the themes have taken the book, and where they believe it to be going. Lesson Part Four (15 Minutes): Students will have the remainder of the class to begin working on a formal posting on a blog set up through Blogger. They will be expected to complete the blog before the following class.
Day Two: Presentations. Students will present their blogs to the class, and will self-assess after their presentations using the same rubric used for instructor grading.
Content Notes Students will know….. Develop detailed content notes so a substitute or a colleague can teach your lesson
Students will begin by briefly stating their opinion on the previous class’ hook. They will begin the first part of the formal lesson by organizing into groups (the groups are attached) and discussing these opinions more in depth. Students will be expected to have formulated distinct opinions, so this should take at least 15 minutes. They will then divide their groups of four into two pairs, and the pairs will continue the discussion further. This should take another 15 minutes or so. Students will then be separated and will begin working individually.
At this point, the graphic organizer handouts will need to be distributed. Students will be expected to dedicate a good portion of time and thought to organizing what will become their blog posts, so this should take no less than 25 minutes. Have them use an ABCD Whisper method of checking for understanding. For this, they will organize back into their previous groups of four, quietly state their newly formulated opinions, and decide on one to briefly share with the class. This will incite a final group discussion that should take up no fewer than 15 minutes.
After the final discussion, students will begin working on their blog posts using their Blogger accounts on their laptops. This will take up the remainder of class. Students are to know that the blogs are due by the next class, and that the following class will be comprised of their presentations of the blogs.
The following class will be all presentations. Students will be distributed the rubric handouts so that they can self-assess before being graded by the instructor using the same rubric. The list of presenter order is attached.
Handouts Graphic Organizer Rubrics
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Everything will be carefully planned out and explained. Lesson will be easily understood.
Microscope: The entire lesson is completely analysis based.
Puppy: Students will work together and share their presentations with one another.
Beach Ball: Students will decide on their own themes and approach their blogs independently and however they choose.
Rationale: Through careful planning, but creative approach, all of the learning styles will be accounted for and satisfied.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Blog
Summative: eBook
Rationale: The blog is a preemptive writing and visual assignment that leads to greater understanding, which will ultimately fuel the eBook summative assessment.
Rationale: Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
MLR or CCSS: CCSS: “Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.”
Facet: Themes define a novel
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Logical: Students will have the opportunity to compare and contrast, methodically, through the process of the graphic organizer. Verbal: Students will have the opportunity to write extensively. Visual: Students will use a graphic organizer to visually differentiate the material. Intrapersonal: Students will work alone during a portion of the cooperative learning model process, and will ultimately create individual blogs. Interpersonal: Students will work in groups during he cooperative learning model process as well. Kinesthetic: Students will organize themselves during the cooperative learning model process.
Type II Technology: Blog
Rationale: All of the above MIs will be met through the incorporation of a variety of activities and small assignments which become the formative assessment.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: C) Through heavily discussion-based lessons, students will expound upon their own and one another’s ideas, clarifying thematic and textual understanding in creative, engaging ways.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: C) Students will be engaging, primarily, in discussion-based learning guided by them, their opinions, and their own ways. Discussions will be approached in more than one format, and students will ultimately work alone, allowing all manners of student to feel that they’re learning needs and desires are accounted for.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Cole Phillips Lesson #: 4 Facet: Themes define a novel
Grade Level: 11-12 Numbers of Days: 1-2
Topic: Literary Analysis
PART I:
Objectives
Student will understand the importance of themes and their impacts on the characters.
Student will know that both central characters change for the better over time.
Student will be able to compare and contrast textual themes to understand development of the story.
Product: Blog (using Blogger)
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
CCSS: “Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.”
Rationale: Students will be closely analyzing the central themes of the story and how it has defined, or is beginning to define, the novel.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will use an ABCD Whisper method of checking for understanding. I will also regularly ask questions and call for questions to be asked.
Section II – timely feedback for products (self, peer, teacher)
This lesson involves self and teacher using the same rubric so as to level the playing field between all parties. Peers will not assess.
Summative (Assessment of Learning):
The summative assessment for the entire unit is an eBook.
Integration
Technology:
Blog
Content Areas:
English
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will use a Fact and Opinion graphic organizer in order to specifically compare and contrast the themes’ importance as fact and in the opinion of the student. They will use a Team-Pair-Solo method of cooperating learning in order to properly analyze, in groups, the positions they created in their graphic organizers, and then more closely analyze them in smaller pairs, ultimately coming to an individual conclusion.
Section II – Groups and Roles for Product
Students will work in groups during the “Team-Pair-Solo” method of cooperative learning, and by themselves to ultimately create the product.
Differentiated Instruction
MI Strategies
Logical: Students will have the opportunity to compare and contrast, methodically, through the process of the graphic organizer.
Verbal: Students will have the opportunity to write extensively.
Visual: Students will use a graphic organizer to visually differentiate the material.
Intrapersonal: Students will work alone during a portion of the cooperative learning model process, and will ultimately create individual blogs.
Interpersonal: Students will work in groups during he cooperative learning model process as well.
Kinesthetic: Students will organize themselves during the cooperative learning model process.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students will have been assigned an 'absence buddy' ahead of time, so that in the event of an absence they have a partner who can fill them in and offer them any and all materials that were missed out on. All assignments are expected to be, either, on time or turned in at another time after having worked out a plan with the instructor.
Extensions
Type II technology:
Blog (using Blogger)
Gifted Students:
Gifted students will have the opportunity to guide discussion as deeply as they see fit in a lesson designed around discussion and thought.
Materials, Resources and Technology
List all the items you need for the lesson.
Laptops
Franny and Zooey
Graphic Organizer handout
Pens/Pencils
Paper
Source for Lesson Plan and Research
List all URL and describe.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Agenda:
Day One:
Hook (3 Minutes): Class will begin by analyzing the previous lesson’s hook, having students go around, one by one, to briefly explain whether they agree with the or disagree with the discussion had previously.
Lesson Part One (25): Class will begin by having students organize into groups of four to begin conducting the Team-Pair-Solo cooperative learning strategy. They will discuss, more comprehensively, the talks that the hook began, eventually separating into pairs, and then by themselves.
Lesson Part Two (25): Students will be given the graphic organizer handouts and use the information gained through their discussions to fill them out. Students, upon completion, will use an ABCD Whisper method checking for understanding, which will allow me to gauge progress.
Lesson Part Three (15 minutes): Students will engage in a more finalized discussion after having refined their ideas individually on where the themes have taken the book, and where they believe it to be going.
Lesson Part Four (15 Minutes): Students will have the remainder of the class to begin working on a formal posting on a blog set up through Blogger. They will be expected to complete the blog before the following class.
Day Two:
Presentations. Students will present their blogs to the class, and will self-assess after their presentations using the same rubric used for instructor grading.
Content Notes
Students will know…..
Develop detailed content notes so a substitute or a colleague can teach your lesson
Students will begin by briefly stating their opinion on the previous class’ hook. They will begin the first part of the formal lesson by organizing into groups (the groups are attached) and discussing these opinions more in depth. Students will be expected to have formulated distinct opinions, so this should take at least 15 minutes. They will then divide their groups of four into two pairs, and the pairs will continue the discussion further. This should take another 15 minutes or so. Students will then be separated and will begin working individually.
At this point, the graphic organizer handouts will need to be distributed. Students will be expected to dedicate a good portion of time and thought to organizing what will become their blog posts, so this should take no less than 25 minutes. Have them use an ABCD Whisper method of checking for understanding. For this, they will organize back into their previous groups of four, quietly state their newly formulated opinions, and decide on one to briefly share with the class. This will incite a final group discussion that should take up no fewer than 15 minutes.
After the final discussion, students will begin working on their blog posts using their Blogger accounts on their laptops. This will take up the remainder of class. Students are to know that the blogs are due by the next class, and that the following class will be comprised of their presentations of the blogs.
The following class will be all presentations. Students will be distributed the rubric handouts so that they can self-assess before being graded by the instructor using the same rubric. The list of presenter order is attached.
Handouts
Graphic Organizer
Rubrics
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Everything will be carefully planned out and explained. Lesson will be easily understood.
Microscope: The entire lesson is completely analysis based.
Puppy: Students will work together and share their presentations with one another.
Beach Ball: Students will decide on their own themes and approach their blogs independently and however they choose.
Rationale: Through careful planning, but creative approach, all of the learning styles will be accounted for and satisfied.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Blog
Summative:
eBook
Rationale:
The blog is a preemptive writing and visual assignment that leads to greater understanding, which will ultimately fuel the eBook summative assessment.
Rationale:
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
Literary analysis, technical writing
MLR or CCSS:
CCSS: “Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.”
Facet: Themes define a novel
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Logical: Students will have the opportunity to compare and contrast, methodically, through the process of the graphic organizer.
Verbal: Students will have the opportunity to write extensively.
Visual: Students will use a graphic organizer to visually differentiate the material.
Intrapersonal: Students will work alone during a portion of the cooperative learning model process, and will ultimately create individual blogs.
Interpersonal: Students will work in groups during he cooperative learning model process as well.
Kinesthetic: Students will organize themselves during the cooperative learning model process.
Type II Technology:
Blog
Rationale:
All of the above MIs will be met through the incorporation of a variety of activities and small assignments which become the formative assessment.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: C) Through heavily discussion-based lessons, students will expound upon their own and one another’s ideas, clarifying thematic and textual understanding in creative, engaging ways.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: C) Students will be engaging, primarily, in discussion-based learning guided by them, their opinions, and their own ways. Discussions will be approached in more than one format, and students will ultimately work alone, allowing all manners of student to feel that they’re learning needs and desires are accounted for.